The role of IT and English education in shaping cognitive and behavioral responses to green economic volatility.

BACKGROUND: The transition to green economies requires individuals to interpret volatile sustainability-related information across digital platforms, international policy sources, and multilingual knowledge environments. OBJECTIVE: This study examined how IT competency and English-language education are associated with cognitive and behavioral responses to green economic volatility. METHODS: A sequential explanatory mixed-methods design was used. Quantitative survey data were collected from 420 academic and professional participants, followed by semi-structured interviews with 24 purposively selected participants. Regression and structural equation modeling (SEM) were used to test the hypothesized associations, while thematic analysis was used to explain and contextualize the quantitative findings. RESULTS: IT competency was more strongly associated with cognitive response, including risk appraisal and information integration, whereas English proficiency was more strongly associated with adaptive behavioral response. The IT × English interaction was significant in both outcome models, indicating a synergistic association between digital and linguistic competencies. CONCLUSION: The findings support an interdisciplinary human-capital perspective in which digital and English-language competencies jointly strengthen individuals' capacity to engage with sustainability-oriented economic uncertainty. The results inform curriculum design, green workforce development, and future research on education for sustainable economic participation.